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Motivation and Creativity: The Context Effect:

Motivation and Creativity: The Context Effect: Motivation and Creativity: The Context Effect DAVID ELKIND, JOANN DEBLINGER and DAVID ADLER1 University of Rochester The present study was suggested by some unexpected findings that we encountered in our evaluation of the innovative educational program of the World of Inquiry School (WOIS) in Rochester, New York. This school offers a non-graded flexible curriculum for a pupil population selected to provide a representative sample of the racial, ethnic, and socioeconomic distribution of the community at large. Among the most innovative features of the school is the availability of a number of "interest areas" where children can elect to spend their afternoons in science, shop, art, music, or other activities. Both teachers and pupils find it a highly engaging setting in which to live, work, and learn. As part of the evaluation of this program, we examined not only children at the WOIS but also a control group attending public schools in various parts of the city. The control children were selected from names on the waiting list for acceptance into the WOIS and were matched with their WOIS counterparts for age, sex, race, socioeconomic status, and educational achievement. Among the non-academic meas­ ures employed as part of the evaluation http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Motivation and Creativity: The Context Effect:

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References (8)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312007003351
Publisher site
See Article on Publisher Site

Abstract

Motivation and Creativity: The Context Effect DAVID ELKIND, JOANN DEBLINGER and DAVID ADLER1 University of Rochester The present study was suggested by some unexpected findings that we encountered in our evaluation of the innovative educational program of the World of Inquiry School (WOIS) in Rochester, New York. This school offers a non-graded flexible curriculum for a pupil population selected to provide a representative sample of the racial, ethnic, and socioeconomic distribution of the community at large. Among the most innovative features of the school is the availability of a number of "interest areas" where children can elect to spend their afternoons in science, shop, art, music, or other activities. Both teachers and pupils find it a highly engaging setting in which to live, work, and learn. As part of the evaluation of this program, we examined not only children at the WOIS but also a control group attending public schools in various parts of the city. The control children were selected from names on the waiting list for acceptance into the WOIS and were matched with their WOIS counterparts for age, sex, race, socioeconomic status, and educational achievement. Among the non-academic meas­ ures employed as part of the evaluation

Journal

American Educational Research JournalSAGE

Published: Jun 23, 2016

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